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Construção de identidade e emancipação em educação artística : das identidades inalienáveis às lealdades colectivas
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This thesis concluding the Master on Artistic Education is partly based on teaching practice as a Visual Education teacher in state schools since 1982. We note that art teaching has a therapeutical role, structuring and building identity, not forgetting it also has a realistic and socio-political character. We present the philosophical, anthropological, psychological and social dimensions of identity and alterity building, not forgetting the way this subject has became a political paradox in present time. If school is the favoured meeting point for children and teenagers, where friendship and attachment relations are built, it should assume its role in educating for citizenship, approaching individual and collective rights and responsibilities. Artistic Education, being able to repair emotions and affects and empathy, is the subject in which more education investments should be made, according to neuroscientist António Damásio. We will try to prove this. Emphasis is put on the importance of the body or in sensorial and emotional corporeity on creativity, decisive for constructing a structured identitary matrix and also on protagonism and empowerment of each teenager in an active and cooperative intervention, benefiting his community. We base our work in episodes from our personal history teaching Visual Education on a day to day classroom practice with pupils aged ten and eleven, and make a reflection on the methodologies applied in teaching this specific Subject. We will try to compare briefly the
previously used methodologies that included active engagement of groups in solving collective problems with the individualist methodologies presently recommended in this Subject. That our modest contribution, made of experience and intuition, may assist the methodology and didactics of Visual Education
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Educação artística Identidade Corporeidade Cooperação Ipseidade